Relevant bibliographies by topics / Peer leader

Contents

  1. Journal articles
  2. Dissertations / Theses
  3. Books
  4. Book chapters
  5. Conference papers
  6. Reports

Academic literature on the topic 'Peer leader'

Author: Grafiati
Published: 4 June 2021
Last updated: 1 February 2022

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Journal articles on the topic "Peer leader"

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Kritz, Marlene, Cecilie Thøgersen-Ntoumani, Barbara Mullan, Joanne McVeigh, and Nikos Ntoumanis. "Effective Peer Leader Attributes for the Promotion of Walking in Older Adults." Gerontologist 60, no. 6 (April 10, 2020): 1137–48. http://dx.doi.org/10.1093/geront/gnaa014.

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Abstract Background and Objectives Peer-led interventions are promising for the promotion of physical activity behavior in older adults. However, little is known about the attributes of effective older peer leaders in such intervention programs. The objective was to determine what older adults perceive to be effective peer leader attributes. Research Design and Methods A mixed-methods concurrent triangulation design was used. Participants, aged 60 years and older, were recruited from retirement villages and existing walking groups in Western Australia. They were predominantly white, Australian-born, female, healthy retirees. The sample consisted of four groups of older adults: those who had taken part in past peer-led walking programs (experienced walkers; n = 18), those interested in joining as walkers in a peer-led walking intervention (inexperienced walkers; n = 43), those interested to take on a peer leader role (inexperienced peer leaders; n = 25), and those who had already served as peer leaders (experienced peer leaders; n = 15). Questionnaires measured perceived effective leadership attributes, and physical activity was measured using ActivPAL devices (N = 101; Mage [SD] = 75.36 [7.59]). Semistructured interviews were conducted with the majority of participants (N = 68; Mage [SD] = 74.68 [7.78]). Results Overall, participants described an effective peer leader as optimistic, compassionate, and friendly, but differences in perceptions were apparent between the groups. Discussion and Implications Our findings advance knowledge about important characteristics of an effective older peer leader, which can inform peer leader training, recruitment of peer leaders, and future scale development.
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Szteinberg, Gabriela, Michelle D. Repice, Claudia Hendrick, Stephen Meyerink, and Regina F. Frey. "Peer Leader Reflections on Promoting Discussion in Peer Group-Learning Sessions: Reflective and Practiced Advice through Collaborative Annual Peer-Advice Books." CBE—Life Sciences Education 19, no. 1 (March 2020): ar2. http://dx.doi.org/10.1187/cbe.19-05-0091.

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As research has shown, collaborative peer learning is effective for improving student learning. Peer-led team learning (PLTL) is one well-known collaborative-group approach in which groups are facilitated by trained undergraduate peer leaders. This paper contributes to the literature on peer-leader training by examining how peer leaders for a large introductory science course translate their training into practice during their sessions. By conducting qualitative analysis on annual advice books written by emergent peer leaders, we examined the practiced advice and strategies of these peer leaders as they facilitate PLTL groups in a university-level general chemistry course. These advice books are passed on to future peer instructors, creating a community of practice between new and more experienced peer leaders. From the analysis, we discovered that peer leaders focus on developing robust student–student discussion during complex problem solving by 1) creating a community-oriented social and intellectual environment, 2) adapting their tactics and the collaborative-learning strategies to balance different personalities and promote equal participation among all students, and 3) modifying collaborative group approaches when facilitating their sessions. Also, in their correspondence across cohorts, peer leaders provided near-peer support to one another. These annual books disseminate practiced advice between peer-leader generations and are used during new peer-leader training.
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Tureen, Amy, Erick Lemon, Joyce Martin, Starr Hoffman, Mindy Thuna, and Willie Miller. "Virtual cohorts: Peer support and problem-solving at a distance." College & Research Libraries News 81, no. 5 (May 1, 2020): 232. http://dx.doi.org/10.5860/crln.81.5.232.

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A common challenge for administrative leaders in academic libraries is that we often have few peers within our organizations, and those that we do have may not be able to provide the dispassionate, unbiased feedback we need. The authors of this article, library leaders from across the United States and Canada, formed a virtual cohort for peer leader support and have found it to be transformative in approaching leadership challenges at our home institutions.
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Walpola, Ramesh L., Romano A. Fois, Andrew J. McLachlan, and Timothy F. Chen. "Enhancing generational change in patient safety attitudes through peer leadership." BMJ Simulation and Technology Enhanced Learning 2, no. 3 (June 22, 2016): 87–89. http://dx.doi.org/10.1136/bmjstel-2016-000111.

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BackgroundDespite peer-led teaching demonstrating benefits in patient safety education, few studies have evaluated these programmes from the perspective of peer leaders.ObjectiveTo evaluate the impact of peer leader participation in a patient safety education workshop in improving their patient safety attitudes.Participants34 final year pharmacy student peer leaders.MethodsAn interactive peer-led patient safety workshop was delivered to 249 first year pharmacy students. Peer leaders' attitudes were assessed 2 months prior to and immediately after peer leader training; and immediately after and 1 month following the workshop. Using a validated patient safety attitudinal survey, repeated measures analysis of variance and pairwise comparisons were used to evaluate changes in four key attitudes over time: being quality improvement focused; internalising errors; questioning more senior healthcare professionals' behaviours; and attitudes towards the open disclosure of errors.ResultsCompared to baseline, peer leaders' attitudes towards open disclosure significantly improved immediately following the workshop (p=0.010) and were sustained after 1 month (p=0.028). Attitudes towards being quality improvement focused also improved significantly 1 month after the workshop (p=0.003).ConclusionsParticipation in a peer-led patient safety education programme benefits both students and peer leaders, enabling further mastery of concepts and enhancing generational change in patient safety practices.
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Ho, Teck-Hua, and Xuanming Su. "Peer-Induced Fairness in Games." American Economic Review 99, no. 5 (December 1, 2009): 2022–49. http://dx.doi.org/10.1257/aer.99.5.2022.

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People exhibit peer-induced fairness concerns when they look to their peers as a reference to evaluate their endowments. We analyze two independent ultimatum games played sequentially by a leader and two followers. With peer-induced fairness, the second follower is averse to receiving less than the first follower. Using laboratory experimental data, we estimate that peer-induced fairness between followers is two times stronger than distributional fairness between leader and follower. Allowing for heterogeneity, we find that 50 percent of subjects are fairness-minded. We discuss how peer-induced fairness might limit price discrimination, account for low variability in CEO compensation, and explain pattern bargaining. (JEL C72, D63)
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Menzies, Victoria, and Jennifer Tredinnick. "Flipped peer leader training: A modularised, blended and active peer leader training and development program." Student Success 8, no. 2 (July 25, 2017): 79–85. http://dx.doi.org/10.5204/ssj.v8i2.383.

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Blended and flipped classroom pedagogical models are recognised as having the potential to deepen and enrich student learning while also being a more engaging learning experience (Partridge, Ponting, & McCay, 2011). E-learning platforms and blended pedagogies have transformed the higher education landscape, changing how teaching and learning occur along with learner expectations about the nature of their learning experience. Active-learning, collaborative learning, blended pedagogies and flexibility in deciding where, when and how they engage have now become mainstreamed (Gaebel, Kupriyanova, Morais, & Colucci, 2014). In the peer leader training and development landscape, blended pedagogical approaches are typically not applied; however, if adopted, they have the potential to similarly transform the learning experience. This article describes a student-centred blended and flipped classroom model of peer leader training that aims to establish a more flexible, connected, coherent and deeper student learning experience.
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Young, Lindsay E., and John A. Schneider. "The Co-Evolution of Network Structure and PrEP Adoption among a Large Cohort of PrEP Peer Leaders: Implications for Intervention Evaluation and Community Capacity-Building." International Journal of Environmental Research and Public Health 18, no. 11 (June 4, 2021): 6051. http://dx.doi.org/10.3390/ijerph18116051.

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Background: Peer leader interventions are effective strategies for promoting prevention behaviors in communities at risk for HIV, yet little is known about their effects on the social and behavioral dynamics of peer leaders themselves. Methods: Using data from PrEP Chicago, an RCT PrEP for prevention intervention for young Black MSM (YBMSM), we apply stochastic actor-based models to longitudinally model the impact of study participation on the online friendship and PrEP adoption dynamics among a network of peer leaders (n = 174) and a network of control group counterparts (n = 166). Results: Peer leaders assigned to the same leadership training workshop were more likely to form new Facebook friendships with one another, whereas control participants assigned to the same attention control workshop were no more or less likely to form new friendships. Further, peer leaders with greater PrEP intentions and those living with HIV were more active in forming new friendships with other peer leaders, effects not found in the control network. PrEP adoption was not influenced by network dynamics in either group. Conclusions: The implications of these findings are discussed through the lens of community-capacity building and the role that peer leader interventions and the networks they engage can impact public health.
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Johnson, Melissa L. "Integrating technology into peer leader responsibilities." New Directions for Higher Education 2012, no. 157 (March 2012): 59–71. http://dx.doi.org/10.1002/he.20006.

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Powell, Ned G., Ian Collings, Philip Kloer, and Peter Lees. "Near-peer leadership workshops in Cardiff University." BMJ Leader 2, no. 1 (March 2018): 14–15. http://dx.doi.org/10.1136/leader-2018-000073.

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McIntosh, Emily A. "Working in partnership: The role of Peer Assisted Study Sessions in engaging the Citizen Scholar." Active Learning in Higher Education 20, no. 3 (October 30, 2017): 233–48. http://dx.doi.org/10.1177/1469787417735608.

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This article argues that peer learning, specifically Peer Assisted Study Sessions, supported by academic tutors, is a valuable part of the agenda to emphasise the social mission of higher education. This study draws on data collected at two time points from respondents who were trained as Peer Assisted Study Sessions leaders. The data reveal that peer learning interventions nurture specific proficiencies and attributes of the Citizen Scholar, particularly creativity and innovation, design thinking and resilience. This study focuses on how Peer Assisted Study Sessions leader respondents conceptualise and articulate their own learning, relating it to the development of these specific proficiencies and attributes. It also offers insight into how Peer Assisted Study Sessions leaders foster the skills of citizen scholarship for those participating in their sessions.
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Dissertations / Theses on the topic "Peer leader"

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Bears, Megan Ann. "Following the leader examining peer influence on sexual behavior /." College Park, Md.: University of Maryland, 2009. http://hdl.handle.net/1903/9541.

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Thesis (M.A.) -- University of Maryland, College Park, 2009.
Thesis research directed by: Dept. of Criminology and Criminal Justice. Title from t.p. of PDF. Includes bibliographical references. Published by UMI Dissertation Services, Ann Arbor, Mich. Also available in paper.
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Vargas-Estrada, Eusebio. "Leader-follower consensus under peer-pressure in complex networks." Thesis, University of Strathclyde, 2015. http://oleg.lib.strath.ac.uk:80/R/?func=dbin-jump-full&object_id=25757.

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Synchronisation is an important process for different kinds of systems, such as biological, chemical, physical and social. Among the related synchronisation problems, consensus has received high attention because of the distributed properties shown by its models and the possibility they offer for controlling complex systems. When dealing with consensus processes in social networks, we known from empirical evidence that the formation of opinions is not free from being influenced by people around every actor, and more, it is well known that some of the actors may play a leading role and guide a social system to a final state different from the pure average consensus. A main paradigm while modelling interactions among actors in social networks is that every actor receives and transmits information from and to her nearest neighbours, thus implicitly assuming that the decisions of a given actor only are influenced by their directly connected peers, and not tking into account indirect influences coming from not directly connnected peers in the same social network, for example, the influence coming from the friend's friend of a friend. Our work studies consensus processes in the presence of influence coming from not only those directly connected actors, but from other ones in the same network. We call this influence peer pressure (PP). We propose a consensus model that takes into account direct and indirect PP modelled as a function of the social distance among actors. We apply this consensus model to different real social networks assuming three different decay laws for the strength of PP, and in the presence of leaders and without them. We choose those nodes acting as leaders according to different centrality criteria, as well as randomly, and compare thier performance for driving the system. Since it is natural that different leaders may diverge in their positions, we introduce a divergence parameter among the initial states of the leaders with respect to the avreage consensus of the system, to take the feature into account in our model. We then analyse the effects of PP on two different real cases of diffusion of innovation processes. We show that as the strength of indirect PP increases, the centrality criteria used to select the leaders has a decaying effect on the effectiveness of such leaders to better drive a consensus process, allowing random leaders to be as good as those with better centrality. Our work also shows that, despite divergence among leaders induces higher times for reaching consensus, this effect is reduced for stronger levels of PP present in the system. For the case of diffusion innovations our model reproduces the behaviour of the empirical data, and we demonstrate that certainlevels of PP are necessary to match the results coming from two different studies, supporting our hypothesis that indirect PP is an important factor to be taken into account when modelling opinion formations in social networks. Leaders emerging by global centrality criteria in networks with tightly connected groups can be counterproductive. This can be tackled by selecting node-leaders in a local basis. This effect is also reduced when indirect PP is allowed to be higher. This finding points to the fact that distance among nodes is an important characteristic for consenus processes. For the purpose of studying this structural feature, we propose a distance-sum heterogeneity index based on a fictional consensus process. We conjecture that an special type of graph, that we call complete split graph, is related with the maximization of the index, and based on this conjecture we study the relative distance-sum heterogeneity of random graphs and different real-world networks, which allows us to characterise them. We propose a spectral representation of the distance-sum heterogeneity index for networks that we call S-plots. We also study the relation between the time for consensus and the distance-sum heterogeneities in complex networks from different nature.
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Martz-Ludwig, Denise Michele. "Evaluation of a peer leader eating disorders prevention program for college sororities /." This resource online, 1994. http://scholar.lib.vt.edu/theses/available/etd-06062008-171547/.

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Martz-Ludwig, Denise M. "Evaluation of a peer leader eating disorders prevention program for college sororities." Diss., Virginia Tech, 1994. http://hdl.handle.net/10919/38480.

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Prince, Celeste Marie. "Assessing Coalitional Value of a Peer to Group Members:The Role of Sex, Competence, and Peer Deference." Marietta College / OhioLINK, 2019. http://rave.ohiolink.edu/etdc/view?acc_num=marietta1561119138597581.

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Eckart, Teresa McClain. "Productive Whole-Class Discussions: A Qualitative Analysis of Peer Leader Behaviors in General Chemistry." [Tampa, Fla] : University of South Florida, 2009. http://purl.fcla.edu/usf/dc/et/SFE0003222.

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Lombard, David. "Skin cancer and preventive behaviors: effects of posted prompting, feedback, and peer leader modeling." Thesis, Virginia Tech, 1990. http://hdl.handle.net/10919/42151.

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The present study applied peer leader modeling and the use of posted feedback and goals to increase the occurrence of protective behaviors for skin cance~ at two swimming pools. During the intervention phas~, the models, pool lifeguards, wore sunglasses and special t-shirts and hats, used zinc-oxide and sun screen, and sat in the shade. The posted feedback was the "Percentage of pool patrons from the previous day who engaged in two or more protective behaviors. The protective behaviors measured were wearing shirts, hats or sunglasses, using zinc-oxide, and being in a shaded area. The feedback also consisted of a goal percentage to reach for that day. The results indicated that for Pool 1, substantial increases from the baseline to the intervention phase in behaviors were observed. The most dramatic increases were observed for the remaining in a shaded area measure. from 20% to 55% during intervention. Adolescents increased Adults increased from 15% to 39% during intervention. No changes occurred at Pool 2 until the intervention was introduced.


Master of Science
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Bunting, Bryce D. "Being Transformed by Being a Peer Mentor: An Examination of High-Impact and Transformative Peer Mentor Experience." BYU ScholarsArchive, 2014. https://scholarsarchive.byu.edu/etd/5628.

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This multi-article dissertation explores the potential for the undergraduate peer mentoring experience to contribute to transformative learning for those who serve in peer mentoring or peer leadership roles. While past research has established that peer mentors experience a variety of positive outcomes associated with their leadership experience, there are gaps in the literature with regard to how the peer mentor experience can be intentionally designed as a high-impact practice for student leaders. Through three qualitative studies, as well as a comprehensive literature review, this dissertation addresses this gap by exploring what peer mentors report learning through their mentoring experiences (Article #1), the types of experiences that contribute to transformative learning (Articles #2 and #3), and how transformative learning can be facilitated through a particular designed training intervention (Article #4). Based on the findings of these four studies, an emerging framework is proposed to describe the characteristics of high-impact and transformative PM learning environments. This framework suggests that transformative PM learning is most likely when (a) the learning of PMs themselves is an explicit objective of the program or initiative, (b) PMs are engaged in purposeful routines and structured practices that facilitate learning, (c) PMs are exposed to unfamiliar and challenging situations in their mentoring practice, (d) theoretical and conceptual understandings (e.g., selected readings) are integrated into PM development; (e) PMs are provided with frequent and structured opportunities for reflection on their experiences, and (f) PMs are part of a supportive mentoring community. Recommendations for the design of high-quality PM learning environments are made based on the elements of this framework. Additionally, directions for future research on peer mentoring as a high-impact practice are made.
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Wong, Josephine Pui-Hing. "Empowerment through community participation, a case study of the Raising Sexually Healthy Children Chinese Peer Parent Leader Project." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 2001. http://www.collectionscanada.ca/obj/s4/f2/dsk3/ftp04/MQ58854.pdf.

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Tidd, Charlene. "Staff Perceptions of the Effect of The Leader in Me on Student Motivation and Peer Relationships in Elementary School." ScholarWorks, 2016. https://scholarworks.waldenu.edu/dissertations/3545.

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Staff and student surveys at Lane Elementary School (pseudonym) confirm that students lack motivation to complete class work and often struggle to interact appropriately with one another. Similar concerns are reported across the United States as indicated by national Gallup Poll results on student motivation, peer relationships, and feelings of connectedness in schools. The purpose of this qualitative case study was to determine if elementary school personnel believe than an initiative called The Leader In Me has had a positive impact on student motivation and peer relationships. Underpinning this study were Perrin's student motivation theory and research on social and emotional learning, school/classroom climate, and character education. Interviews were conducted with a combined total of 18 teachers, administrators, and other staff members from three schools in the southeastern region of the United States where this initiative has been fully implemented. The data was analyzed and coded by common themes. The results confirmed that key elements of The Leader In Me including (a) a common understanding of and pervasive use of Seven Habits language, (b) student goal setting and data tracking, (c) leadership opportunities for students, and (d) a school culture that promotes student ownership of learning do indeed increase student motivation and promote positive peer interactions. A white paper was prepared and will be shared with Lane Elementary and others in the larger educational community who seek ways to increase student motivation and enhance peer relationships. This focused attention on improving the learning environment will better equip students to leave school systems college, career, and life ready thereby preparing them to be productive members of a global society.
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Books on the topic "Peer leader"

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Tindall, Judith A. Peer power: Strategies for the professional leader. New York: Brunner-Routledge, 2008.

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Tindall, Judith A. Peer power, book two: Strategies for the professional leader : applying peer helper skills. 3rd ed. New York: Routledge, 2008.

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Tindall, Judith A. Peer power, book 2, strategies for the professional leader: Applying peer helper skills. 2nd ed. Muncie, Ind: Accelerated Development, 1994.

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Tindall, Judith A. Peer power, book one: Strategies for the professional leader : becoming an effective peer helper and conflict mediator. 4th ed. New York: Brunner-Routledge, 2008.

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Banks, Joan. Peter Stuyvesant: Dutch military leader. Edited by Schlesinger Arthur Meier 1917-. Philadelphia: Chelsea House Publishers, 2000.

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Maasen, Janis. Peter the leader: Pre- and post-Holy Ghost. Lake Mary, Fla: Creation House, 2009.

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Maasen, Janis. Peter the leader: Pre- and post-Holy Ghost. Lake Mary, Fla: Creation House, 2009.

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Maasen, Janis. Peter the leader: Pre- and post-Holy Ghost. Lake Mary, Fla: Creation House, 2009.

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Peer helping skills: A leader's guide to training peer helpers and peer tutors for middle and high school. Minneapolis: Johnson Institute, 1993.

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Kehayan, V. Alex. Partners for change (peer leader's guide): A peer helping guide for training and prevention. Rolling Hills Estates, Calif: Jalmar Press, 1995.

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Book chapters on the topic "Peer leader"

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Allen, Nate. "CompanyCommand: A Peer-to-Peer Learning Forum." In Experience-Driven Leader Development, 279–85. San Francisco: John Wiley & Sons, Inc., 2014. http://dx.doi.org/10.1002/9781118918838.ch45.

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Ahmad, Mohamad Azmi Nias, Siti Fadhilah Abdul Hamid, Nurul Syazhera Mohd Asmi, and Faizan Abd Jabar. "Peer Leadership in Archery: The Effect of Personal Characteristic and Leader Behaviour on Team Performance." In Regional Conference on Science, Technology and Social Sciences (RCSTSS 2016), 1007–15. Singapore: Springer Singapore, 2018. http://dx.doi.org/10.1007/978-981-13-0074-5_99.

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Morgan, Andrew. "Peter: An Authentic and Transparent Leader." In Transparent and Authentic Leadership, 127–41. Cham: Springer International Publishing, 2021. http://dx.doi.org/10.1007/978-3-030-61996-1_8.

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Mohtar, Nasyita. "The Effects of Positive Psychology Interventions on School Conduct, Peer Acceptance and Subjective Well-Being." In Diversifying Learner Experience, 43–74. Singapore: Springer Singapore, 2020. http://dx.doi.org/10.1007/978-981-15-9861-6_4.

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Friginal, Eric, Joseph J. Lee, Brittany Polat, and Audrey Roberson. "Understanding Learner Talk About Writing: The Second Language Peer Response (L2PR) Corpus." In Exploring Spoken English Learner Language Using Corpora, 199–218. Cham: Springer International Publishing, 2017. http://dx.doi.org/10.1007/978-3-319-59900-7_11.

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Friginal, Eric, Joseph J. Lee, Brittany Polat, and Audrey Roberson. "Social Dynamics During Peer Response: Patterns of Interaction in the L2PR Corpus." In Exploring Spoken English Learner Language Using Corpora, 219–43. Cham: Springer International Publishing, 2017. http://dx.doi.org/10.1007/978-3-319-59900-7_12.

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Friginal, Eric, Joseph J. Lee, Brittany Polat, and Audrey Roberson. "Linguistic Features of Collaboration in Peer Response: Modal Verbs as Stance Markers." In Exploring Spoken English Learner Language Using Corpora, 245–60. Cham: Springer International Publishing, 2017. http://dx.doi.org/10.1007/978-3-319-59900-7_13.

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Cortez, Mónica, Fabián Campos, Carmen Montecinos, Jorge Rojas, Marcela Peña, Jorge Gajardo, Jorge Ulloa, and Charles Albornoz. "Changing School Leaders’ Conversations about Teaching and Learning through a Peer Review Process Implemented in Nine Public Schools in Chile." In School Peer Review for Educational Improvement and Accountability, 245–66. Cham: Springer International Publishing, 2020. http://dx.doi.org/10.1007/978-3-030-48130-8_12.

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Rauschert, Emily S. J. "Teaching How Scientific Consensus Is Developed Through Simplified Meta-analysis of Peer-Reviewed Literature." In Learner-Centered Teaching Activities for Environmental and Sustainability Studies, 79–86. Cham: Springer International Publishing, 2016. http://dx.doi.org/10.1007/978-3-319-28543-6_9.

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Badea, Gabriel, and Elvira Popescu. "Supporting Students by Integrating an Open Learner Model in a Peer Assessment Platform." In Intelligent Tutoring Systems, 105–14. Cham: Springer International Publishing, 2020. http://dx.doi.org/10.1007/978-3-030-49663-0_14.

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Conference papers on the topic "Peer leader"

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Obeidat, Atef A., and Vasily V. Gubarev. "Leader election in Peer-to-Peer systems." In 2009 International Siberian Conference on Control and Communications (SIBCON 2009). IEEE, 2009. http://dx.doi.org/10.1109/sibcon.2009.5044825.

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Newport, Calvin. "Leader Election in a Smartphone Peer-to-Peer Network." In 2017 IEEE International Parallel and Distributed Processing Symposium (IPDPS). IEEE, 2017. http://dx.doi.org/10.1109/ipdps.2017.11.

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Han, Seung Chul, and Ye Xia. "Optimal Leader Election Scheme for Peer-to-Peer Applications." In Sixth International Conference on Networking (ICN'07). IEEE, 2007. http://dx.doi.org/10.1109/icn.2007.65.

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Elamin, Salma Eltoum, and David Cussons. "109 Improving wellbeing through peer to peer support." In Leaders in Healthcare Conference, 17–20 November 2020. BMJ Publishing Group Ltd, 2020. http://dx.doi.org/10.1136/leader-2020-fmlm.109.

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Nye, Charles JS, Rebecca LG Haggie, Isabel Sellers, Lynn Zheng, Iain Smith, and Mark Slade. "6 Peer to peer leadership teaching for foundation doctors." In Leaders in Healthcare Conference, Poster Abstracts, 4–6 November 2019, Birmingham, UK. BMJ Publishing Group Ltd, 2019. http://dx.doi.org/10.1136/leader-2019-fmlm.6.

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Lalleman, Pieterbas, Joanne Bouma, Gerhard Smid, Jananee Rasiah, and Marieke Schuurmans. "35 Catalysing nurse middle managers clinical leadership development through peer-to-peer shadowing: start tomorrow!" In Leaders in Healthcare Conference, Poster Abstracts, 4–6 November 2019, Birmingham, UK. BMJ Publishing Group Ltd, 2019. http://dx.doi.org/10.1136/leader-2019-fmlm.35.

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Casalotti, Seb, Salina Rai, Isabel Norris, Amandeep Singh, George Choa, Rebecca Johnston, Camilla Sen, and Yasmin Baki. "45 SOLViT: innovative online peer-led learning for lockdown." In Leaders in Healthcare Conference, 17–20 November 2020. BMJ Publishing Group Ltd, 2020. http://dx.doi.org/10.1136/leader-2020-fmlm.45.

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Shah, Jamie, Victoria Jones, Sandip Ghosh, Tom Gallacher, and Louise Banks. "24 Advances in information delivery for foundation doctor on-call shifts via peer to peer interventions. A QIP (quality improvement project) for service provision." In Leadership in Healthcare conference, 14th to 16th November 2018, Birmingham, UK. BMJ Publishing Group Ltd, 2018. http://dx.doi.org/10.1136/leader-2018-fmlm.24.

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Peterson, Alexandra, Hannah Monaghan, and Jennifer Harrington. "30 Creation of a near-peer mentorship programme to improve support for new doctors." In Leadership in Healthcare conference, 14th to 16th November 2018, Birmingham, UK. BMJ Publishing Group Ltd, 2018. http://dx.doi.org/10.1136/leader-2018-fmlm.30.

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Dorai, Shruti, Ayesha Khan, and Aaina Mittal. "71 A near-peer teaching programme on history-taking designed for third year medical students by junior doctors." In Leaders in Healthcare Conference, 17–20 November 2020. BMJ Publishing Group Ltd, 2020. http://dx.doi.org/10.1136/leader-2020-fmlm.71.

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Reports on the topic "Peer leader"

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Lindquist, Christine, and Tasseli McKay. Sexual Harassment Experiences and Consequences for Women Faculty in Science, Engineering, and Medicine. RTI Press, June 2018. http://dx.doi.org/10.3768/rtipress.2018.pb.0018.1806.

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In a qualitative study of 40 women faculty in sciences, engineering, and medicine (http://sites.nationalacademies.org/SexualHarrassment.htm), respondents at all career levels and fields reported a range of sexual harassment experiences, including gender-based harassment (e.g., gendered insults, lewd comments), unwanted sexual advances, stalking, and sexual assault by a colleague. Sexual harassment experiences often diminished study participants' scientific productivity as energy was diverted into efforts to process emotional responses, manage the perpetrator, report the harassment, or work to prevent recurrences. Many women who experienced sexual harassment adjusted their work habits and withdrew physically or interpersonally from their departments, colleagues, and fields. Study participants who disclosed harassment to a supervisor or department leader often reported that the reactions they received made them feel dismissed and minimized. Sympathetic responses were often met with dismissiveness, minimization, or sympathy, but active or formal support was rarely provided, and women were typically discouraged from pursuing further action. Formal reporting using university procedures was often avoided. University-level reporting sometimes damaged women's relationships with department colleagues. Women who disclosed their experiences often faced long-term, negative impacts on their careers. Study participants identified opportunities to address sexual harassment by (1) harnessing the power of university leaders, department leaders, and peer bystanders to affect the academic climate; (2) instituting stronger and better-enforced institutional policies on sexual harassment with clear and appropriate consequences for perpetrators; and (3) advancing the cross-institutional work of scientific and professional societies to change the culture in their fields.
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Toy, Milton Y. Baryon stopping and charged particle production from lead-lead collisions at 158 GeV per nucleon. Office of Scientific and Technical Information (OSTI), January 1999. http://dx.doi.org/10.2172/767742.

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Tucker-Blackmon, Angelicque. Engagement in Engineering Pathways “E-PATH” An Initiative to Retain Non-Traditional Students in Engineering Year Three Summative External Evaluation Report. Innovative Learning Center, LLC, July 2020. http://dx.doi.org/10.52012/tyob9090.

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The summative external evaluation report described the program's impact on faculty and students participating in recitation sessions and active teaching professional development sessions over two years. Student persistence and retention in engineering courses continue to be a challenge in undergraduate education, especially for students underrepresented in engineering disciplines. The program's goal was to use peer-facilitated instruction in core engineering courses known to have high attrition rates to retain underrepresented students, especially women, in engineering to diversify and broaden engineering participation. Knowledge generated around using peer-facilitated instruction at two-year colleges can improve underrepresented students' success and participation in engineering across a broad range of institutions. Students in the program participated in peer-facilitated recitation sessions linked to fundamental engineering courses, such as engineering analysis, statics, and dynamics. These courses have the highest failure rate among women and underrepresented minority students. As a mixed-methods evaluation study, student engagement was measured as students' comfort with asking questions, collaboration with peers, and applying mathematics concepts. SPSS was used to analyze pre-and post-surveys for statistical significance. Qualitative data were collected through classroom observations and focus group sessions with recitation leaders. Semi-structured interviews were conducted with faculty members and students to understand their experiences in the program. Findings revealed that women students had marginalization and intimidation perceptions primarily from courses with significantly more men than women. However, they shared numerous strategies that could support them towards success through the engineering pathway. Women and underrepresented students perceived that they did not have a network of peers and faculty as role models to identify within engineering disciplines. The recitation sessions had a positive social impact on Hispanic women. As opportunities to collaborate increased, Hispanic womens' social engagement was expected to increase. This social engagement level has already been predicted to increase women students' persistence and retention in engineering and result in them not leaving the engineering pathway. An analysis of quantitative survey data from students in the three engineering courses revealed a significant effect of race and ethnicity for comfort in asking questions in class, collaborating with peers outside the classroom, and applying mathematical concepts. Further examination of this effect for comfort with asking questions in class revealed that comfort asking questions was driven by one or two extreme post-test scores of Asian students. A follow-up ANOVA for this item revealed that Asian women reported feeling excluded in the classroom. However, it was difficult to determine whether these differences are stable given the small sample size for students identifying as Asian. Furthermore, gender differences were significant for comfort in communicating with professors and peers. Overall, women reported less comfort communicating with their professors than men. Results from student metrics will inform faculty professional development efforts to increase faculty support and maximize student engagement, persistence, and retention in engineering courses at community colleges. Summative results from this project could inform the national STEM community about recitation support to further improve undergraduate engineering learning and educational research.
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Thompson, Alison, Nathan M. Stall, Karen B. Born, Jennifer L. Gibson, Upton Allen, Jessica Hopkins, Audrey Laporte, et al. Benefits of Paid Sick Leave During the COVID-19 Pandemic. Ontario COVID-19 Science Advisory Table, April 2021. http://dx.doi.org/10.47326/ocsat.2021.02.25.1.0.

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Multiple jurisdictions have adopted or adapted paid sick leave policies to reduce the likelihood of employees infected with SARS-CoV-2 presenting to work, which can lead to the spread of infection in workplaces. During the COVID-19 pandemic, paid sick leave has been associated with an increased likelihood of workers staying at home when symptomatic. Paid sick leave can support essential workers in following public health measures. This includes paid time off for essential workers when they are sick, have been exposed, need to self-isolate, need time off to get tested, when it is their turn to get vaccinated, and when their workplace closes due to an outbreak. In the United States, the introduction of a temporary paid sick leave, resulted in an estimated 50% reduction in the number of COVID-19 cases per state per day. The existing Canada Recovery Sickness Benefit (CRSB) cannot financially protect essential workers in following all public health measures, places the administrative burden of applying for the benefit on essential workers, and neither provides sufficient, nor timely payments. Table 1 lists the characteristics of a model paid sick leave program as compared with the CRSB. Implementation of the model program should be done in a way that is easy to navigate and quick for employers.
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Lam, Yuen H. Performance Oriented Packaging Testing of Fuze, Multi-Option, M734 (Less Booster and Lead) for 60mm Mortar, 120 Fuzes per Fiberboard Box per Drawing 9347415. Fort Belvoir, VA: Defense Technical Information Center, February 1993. http://dx.doi.org/10.21236/ada261345.

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Johnson, Mark, John Wachen, and Steven McGee. Entrepreneurship, Federalism, and Chicago: Setting the Computer Science Agenda at the Local and National Levels. The Learning Partnership, April 2020. http://dx.doi.org/10.51420/conf.2020.1.

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From 2012-13 to 2018-19, the number of Chicago Public Schools (CPS) high school students taking an introductory computer science course rose from three thousand per year to twelve thousand per year. Our analysis examines the policy entrepreneurship that helped drive the rapid expansion of computer science education in CPS, within the broader context of the development of computer science at the national level. We describe how actions at the national level (e.g., federal policy action and advocacy work by national organizations) created opportunities in Chicago and, likewise, how actions at the local level (e.g., district policy action and advocacy by local educators and stakeholders) influenced agenda setting at the national level. Data from interviews with prominent computer science advocates are used to document and explain the multidirectional (vertical and horizontal) flow of advocacy efforts and how these efforts influenced policy decisions in the area of computer science. These interviews with subsystem actors––which include district leaders, National Science Foundation program officers, academic researchers, and leaders from advocacy organizations––provide an insider’s perspective on the unfolding of events and highlight how advocates from various organizations worked to achieve their policy objectives.
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Presseau, Justin, Laura Desveaux, Upton Allen, Trevor Arnason, Judy L. Buchan, Kimberly M. Corace, Vinita Dubey, et al. Behavioural Science Principles for Supporting COVID-19 Vaccine Confidence and Uptake Among Ontario Health Care Workers. Ontario COVID-19 Science Advisory Table, March 2021. http://dx.doi.org/10.47326/ocsat.2021.02.12.1.0.

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Health Care Workers (HCWs) are the backbone of Ontario’s COVID-19 pandemic response and are a key vaccination priority group. About 80% of Ontario HCWs intend to receive COVID-19 vaccine.1 Challenges include the logistics of delivering the vaccine to this mobile and diverse group and improving vaccine confidence in the remaining 20%. These challenges can be overcome by allaying safety concerns and highlighting personal benefits; tailoring messages to factors associated with lower intention (e.g. age, gender, ethnicity and work setting); employing trusted leaders to set the tone and peers to build social norms; and leveraging public health organizations and health institutions as existing channels of influence.
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Snijder, Mieke, and Marina Apgar, J. How Does Participatory Action Research Generate Innovation? Findings from a Rapid Realist Review. Institute of Development Studies (IDS), July 2021. http://dx.doi.org/10.19088/clarissa.2021.009.

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This Emerging Evidence Report shares evidence of how, for whom, and under what circumstances, Participatory Action Research (PAR) leads to innovative actions. A rapid realist review was undertaken to develop programme theories that explain how PAR generates innovation. The methodology included peer-reviewed and grey literature and moments of engagement with programme staff, such that their input supported the development and refinement of three resulting initial programme theories (IPTs) that we present in this report. Across all three IPTs, safe relational space, group facilitation, and the abilities of facilitators, are essential context and intervention components through which PAR can generate innovation. Implications from the three IPTs for evaluation design of the CLARISSA programme are identified and discussed. The report finishes with opportunities for the CLARISSA programme to start building an evidence base of how PAR works as an intervention modality, such as evidencing group-level conscientisation, the influence of intersecting inequalities, and influence of diverse perspectives coming together in a PAR process.
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Quak, Evert-jan. The Link Between Demography and Labour Markets in sub-Saharan Africa. Institute of Development Studies (IDS), January 2020. http://dx.doi.org/10.19088/k4d.2021.011.

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This rapid review synthesises the literature from academic, policy, and knowledge institution sources on how demography affects labour markets (e.g. entrants, including youth and women) and labour market outcomes (e.g. capital-per-worker, life-cycle labour supply, human capital investments) in the context of sub-Saharan Africa. One of the key findings is that the fast-growing population in sub-Saharan Africa is likely to affect the ability to get productive jobs and in turn economic growth. This normally happens when workers move from traditional (low productivity agriculture and household businesses) sectors into higher productivity sectors in manufacturing and services. In theory the literature shows that lower dependency ratios (share of the non-working age population) should increase output per capita if labour force participation rates among the working age population remain unchanged. If output per worker stays constant, then a decline in dependency ratio would lead to a rise in income per capita. Macro simulation models for sub-Saharan Africa estimate that capital per worker will remain low due to consistently low savings for at least the next decades, even in the low fertility scenario. Sub-Saharan African countries seem too poor for a quick rise in savings. As such, it is unlikely that a lower dependency ratio will initiate a dramatic increase in labour productivity. The literature notes the gender implications on labour markets. Most women combine unpaid care for children with informal and low productive work in agriculture or family enterprises. Large family sizes reduce their productive labour years significantly, estimated at a reduction of 1.9 years of productive participation per woman for each child, that complicates their move into more productive work (if available). If the transition from high fertility to low fertility is permanent and can be established in a relatively short-term period, there are long-run effects on female labour participation, and the gains in income per capita will be permanent. As such from the literature it is clear that the effect of higher female wages on female labour participation works to a large extent through reductions in fertility.
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for Development Programme, Knowledge. Using Indices to Capture Vulnerability for Development Finance in SIDS. Institute of Development Studies (IDS), April 2019. http://dx.doi.org/10.19088/k4d.2021.066.

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This rapid review examines evidence on indices to capture vulnerability for development finance in Small Island Developing States (SIDS). A key issue when it comes to aid allocation to Small Island Developing States (SIDS) is whether current measures of development – such as income per capita - are truly able to reflect the unique set of challenges that these countries face. Inability to accurately measure development in SIDS can lead to substantial risk. On the one hand, aid allocation that solely relies on income levels may result in an unsustainable reduction in external support to SIDS, leaving them to face high levels of economic, environmental, and social vulnerability. On the other hand, an inadequate measure of vulnerability can lead to no clear pathway to the reduction in aid, making it very improbable for SIDS to become self-reliant, no matter how far they develop or climb the income ladder. This aim of this paper is twofold. The first is to look at whether vulnerability indices can help determine the levels of external support SIDS need. The second is to consider how this can help in determining when support can be reduced or terminated. This is achieved by considering the different indices that international organisations and multilateral development banks use to capture the vulnerability of SIDS, how they use these indices to determine thresholds for aid allocation, and the advantages and disadvantages of applying each.
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